Using Learning Technologies to Support Students in Developing Integrated Understanding

1. Joseph Krajcik University of Michigan The 13th International Conference on Computers in Education Nanyang Technological University National Institute of Education Singapore November 28th - December 2nd Using Learning Technologies to Support Students in Developing Integrated Understanding

2. What We Will Do Today? Value of Learning Technologies Discuss Elements Necessary for Successful Integration A Success Story Concluding Comment

3. Learning Technologies • Technology as learning tools hold many promises • Serve as cognitive tools • Extends what we are capable of doing • What we see • What we do • How we think

4. Potential of Learning Technology Extends what is possible • Allows for exploration not typically possible • Provides dynamic visuals • Presents opportunities to ask “What if?” questions • Provides opportunities to plan, synthesize, question, predict and apply • Allows students to do professionals practices

5. Technology as Learning Tools • Obtain data and information • Gather, visualize & analyze data • Model complex systems • Share data and information • Creating multimedia products

6. Center for Learning Technologies in Urban Schools A Collaborative Effort • Partnership between school districts and research universities • Detroit Public Schools • University of Michigan Sponsored by the National Science Foundation

7. Elements Necessary for Successful Integration • Teaching Materials • Tools Designed for Learners • Tools Integrated into the Curriculum • Teacher Professional Development • Technical Support • Team Work • Theory Driven • Time

8. Teaching Materials Clear message from teachers: • Teachers need teaching materials to use technology tools!!

9. Meet learning goals Meaningful for students Consideration of prior experiences Active construction Community of learners Attention to literacy issues Cognitive tools Developing Teaching Materials: Ideas from Learning Theory

10. To promote learning, materials need to focus on explicit learning goals What is it you want students to learn? Need to align with standards Use of technology must help meet the learning goal Meet Learning Goals

11. Meaningful for Students • Students need to see the importance of what they are learning • What students learn needs to connected to their world • Implications beyond the classroom • Students develop a need to know

12. How it Works in the Classroom: Create Meaningful Environments • Driving questions • Anchoring Experience • Experience Phenomena in Context • Case Studies • Engage in Professional Activities • Problems based in field • Present various disciplines as we know it today

13. Active Construction • Learning is a continuous process requiring many experiences • Ideas are formed by interacting and experiencing phenomena • Understanding is constructed • Multiple representations • Use what we know • Apply professional practices

14. How it Works in the Classroom: Engage in Professional Practices! • Professional Practices • Asking questions • Finding information • Designing and planning research • Conducting research • Analyzing findings • Creating explanations • Presenting findings

16. Promote Literacy Materials need to: • Use considerate text • Relate to students prior knowledge • Relate and support classroom experiences • Provide opportunities for transfer and application • Connect to the driving question of the unit • Provide additional and alternative representations

17. Cognitive Tools • Expands what we can learn! • Learning Tools: • Visual displays • Graphs • Graphical Organizers • Learning Technologies can serve as cognitive tools • Computational • Communications

18. Tools - Designed for LearnersLearner Center Design • Takes into consideration the learner • Motivation • Content Knowledge • Experiences • Scaffolds for Learners • Structure Tasks and Functionality • Supports for Sense Making • Use representations

19. Tools Designed for Learners Probes to collect & analyze data Idea Keeper Hypermedia Construction Palm Applications Model - It Molecular Workbench

21. Example: Technology Innovation

22. Why Build Dynamic Models? Model-It • Cognitive tool • Opportunities for students to engage in authentic scientific practices • Allows students to build models of scientific phenomena • Active Construction of Understanding • Externalization of student thinking • Show Complexity • Make explanations, predictions, tests and refinements

23. Model-It Building Qualitative Models Students Plan, Build and Test Dynamic Computer Models

24. Technology Tools Integrated into Curriculum • Sequencing • Iterative use • Sustained Use • Successive use across units • Big Picture Use • Teacher models use Contextualized Use • Introduce tool in the context of the unit • Bridging Activity • Connect to prior experiences

25. Integrating Technology - An Example • Sequencing • Iterative use • Introduce tools through guided and structured instruction • Increase student choice and responsibility • Big Picture Use • Teacher models What Affects the Quality of Air in My Community? • Basic Chemistry Principles • 8 - 10 weeks • Seventh Grade • Use of Model-It

26. Teachers Face Challenges in Using Technology-Rich Curriculum • New models of practice! • Pedagogical strategies • New forms of content knowledge and PCK • New Teaching Practices • Knowledge of how to use technology • Knowledge how to teach with technology • Appropriate infrastructure and resources • Supports the use of new ideas!

27. Teacher Professional Development • To learn how to enact and adapt inquiry-oriented, standards-based, technology-rich curricula • To understand how learning theory forms the basis of the curriculum & technology • To actively participate in the evaluation and adaptation of curriculum & technology

28. Our Approach: Working With Teachers • We contribute theory, ideas about teaching and learning • Teachers contribute practical knowledge about classrooms • Challenges, strategies, warranted practice, required adaptations • Mutually beneficial • Teachers learn new approaches • Researchers ground theory in practice

29. Sustain Practiced based Collaborative Reflective Forms Educative Curricula Institutes & Workshops In-class Support On-line Support Theory Driven Professional Development

30. Educative Curriculum Materials Materials that support teacher learning • Content Information • Inquiry Support • Framework/philosophy • Use of Technology • Teaching Strategies • Assessment • Students’ conceptions • Expected Student Outcomes

31. Technical Support from Administration • Multiple and extended professional development opportunities • Alignment with System • Aligned with Urban Systemic Program • Supported and affirmed by central office • Building principals buy in • Learning goals matched to teaching materials • Providing resources • Ready access to computers • Access to the Internet • Maintenance and support for computers • Science materials

32. A Success StoryCenter for Learning Technologies in Urban Schools A Collaborative Effort • Partnership between school districts and research universities • Detroit Public Schools • University of Michigan Sponsored by the National Science Foundation

33. Our work • Simultaneous attention to and coordination of several elements • Improve the teaching and learning of science • Leverage the talents and expertise of practitioners and researchers • Resulted in • theory based, technology infused curriculum • responsive to needs of schools, teachers and students

34. Goals • Improve the teaching and learning of science for all students • Embed the use of learning technologies to improve the motivation and learning of all students • Improve the teaching for All teachers through extended professional development • Support standards-based systemic change

35. Inquiry-based, technology rich curriculum • How Do Machines Help Me Build Big Things? • Mechanical advantage - Sixth Grade • What Affects the Quality of Air in My Community? • Basic Chemistry Principles - Seventh Grade • How Can Good Friends Make You Sick? • Communicable Diseases - Seventh/Eighth Grade • What is the Quality of Water in Our River? • Water Ecology - Seventh Grade • Why do I need to Wear a Bicycle Helmet? Motion and Force - Eighth

36. Inquiry-based, technology rich curriculum Highly specified and developed but adaptable materials aligned with districts goals and needs.

37. Does it Scale? Teachers and Classroom Enactments

38. Learning gains reported in effect size

41. Why Our Success • A Team Effort • Simultaneous attention to and coordination of several elements • Teaching materials • Technology for learners • Teacher professional development • Technical/infrastructure assistance and collaboration • Testing/learning • Time

42. Benefits of Our Team Work! • Collaboration between individuals with diverse expertise • Blend theory with practice • Extended professional development opportunities • Teachers, graduate students, and researchers • Benefit to many students • New understandings (models, principles) to inform others

43. Concluding Comment Tough work but success is possible It takes attention to several elements Teaching Materials Tools Designed for Learners Tools Integrated into the Curriculum Teacher Professional Development Technical Support Team Work Theory Driven Time

44. Thanks to Many • Colleagues from UM • Ron Marx, Barry Fishman, Elliot Soloway, Phyllis Blumenfeld • Colleagues from Detroit • Many Graduate Students from UM • Bob Tinker for his “T” idea for my talk.

45. For more information • Krajcik@umich.edu • http://www.hice.org • Slides will be available at: http://www.umich.edu/~krajcik/ICCE2005.html

46. Hyperlinked Slides

47. Design Principles Reader is written in “considerate text” that: • Is age appropriate • Uses everyday language. • Defines and explains concepts and new vocabulary. • Uses sentences that are concise but not dense. • Is logically organized within and across sections. • Aims to engage students as they begin each new reading assignment. • Provides scaffolds and supports for students and teachers.

48. Scaffolding • Support provided for learners to accomplish cognitive tasks that would otherwise be out of their reach • Curricular, technology-based, teacher or peer

49. Model-it Scaffolds Structure Tasks and Functionality • Visualize a complex task by using order task decomposition • Linear Process Map - (Plan/Build/Test)

50. Model-It Scaffolds Facilitating Articulation Scaffolds • Sense making prompts -- “Description/Because Statements”